THE TASK:A STIMULUS QUOTE:·Education conveys to the young, responses to the most profound questions of life - questions of truth and falsehood, of beauty and ugliness, or good and evil. These...

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THE TASK:



A STIMULUS QUOTE:



·Education

conveys to the young, responses to the most profound questions of life -

questions of truth and falsehood, of beauty and ugliness, or good and

evil. These affirmations may be expressed in what an education fails to

do as well as in what it does, in what it rejects as well as in what it

adopts. Education may serve any cause… it may serve tyranny as well as

freedom, ignorance as well as enlightenment, falsehood as well as truth,

war as well as peace, death as well as life. It may lead men and women

to think they are free even as it rivets upon them chains of bondage
(Ireland, Edlin & Dickens, 2004, p. 7).












Part 1 (40%) (1200 words)



Draft your Own personal dynamicPhilosophy of Christian Education(or

where appropriate- alternate worldview). This document could be

included in your future employment applications and referenced in your

programming. You should justify for your position from the literature

IN THIS SUBJECT using appropriate referencing and bibliography and you

should specify the educational context for which your work has been

prepared (Graduate Stage: 7.1.1; 7.2.1; 7.3.1; 7.4.1).




Part 2 (60%) (1800 words)



Draft your ownPedagogical Approach.As

a means of explaining aspects of your principles for pedagogy, discuss

the following teaching and learning methodologies: general principles

for classroom instruction and teaching; assessment and reporting

approaches; the importance of keeping accurate and reliable records;

behaviour management styles; and feedback strategies that you prefer.

Explain why you have rejected alternative approaches. Ensure that your

arguments are referenced by including a full APA 7 styled reference list

(Graduate Stage: 2.1.1; 2.5.1; 3.1.1; 3.3.1; 3.7.1; 4.3.1; 5.4.1;

5.5.1).











THE HEART OF THE TASK





Below is a summary:





Keep to the main themes and work them through.
Remember this is a competency task on the material from the course. It is in lieu of giving you an end of subject exam.




You could demonstrate strong competency by remembering and using some of the ‘big themes’ we have explored in the course.



That is:



Teaching is a about the proper relationship between
content and process
– and you could contrast
21stcentury education with sequential core knowledge,
and note what you would do – remember the Wiltshire and Donnelly chapter for your first essay, with reference to the
loss of Judeo-Christian focus i
n the curriculum? You can use that in this one as well. Also remember the last part of the course where we explored
justice and mercy
in classroom practice (discipline, assessment).






    1. You can explain the proper relationship between
      instruction and teaching
      , as per Augustine and the George Knight article;



    2. What
      worldview [Biblical theory]
      is

      being expressed in your philosophy? How is that carried through into

      your pedagogy, in any of the detailed areas? How might that contrast to

      other world views?





    3. The Justice and Mercy relationship
      can help with a number of areas you explain – dealing with discipline, and assessment; and



    4. How do we remember –
      rehearsal and meaningfulness /
      engagements towards commitment learning as well as competency learning.






Using these themes by applying them is the heart of the task.





FURTHER SUPPORT NOTES FOR THIS TASK





If

you go back to the second assessment task, you will remember that will

outlined in some detail a suggested way to dissect an assessment task.

It revolved around the following aspects of completing your task:




·What is the Content for the Task -we suggested going through and identifying each noun so that you understand what content is required of you;



·What is the Action for the Task -this is about slowing down enough to see what verbs describe what you should do with what you know;



·Other Information -justifying your ideas from the literature (there is lots in the course - use it well) is important for both sections;



·Key Resources -this

is an end point task, so using key references from each topic would

demonstrate that you are competent to engage with the core ideas from

the course;



·Assessment Rubrics -





  • notice the personal philosophy (notice the elements also listed in the assessment rubric) is worth 40%;


  • the teaching strategies (pedagogy) 25%;


  • approaches to learning goals (also with elements listed - this is also part of your pedagogy) 25%;


  • and your APA7 presentation (10%).





RESOURCES to demonstrate COMPETENCY




There

have been many articles during the course that have invited you to

reflect theologically and philosophically about teaching and learning.
Ensure you quote these references
in supporting your ideas in both parts of this task.




WHAT MIGHT THIS LOOK LIKE?



Here

are suggestions from each tile as they relate to the assessment rubric

domains of (a) personal philosophy (b) pedagogy and (c) approaches to

learning goals. The last two segments (b and c) relate to the second

part of the task.





  1. TILE ON HISTORY AND DEVELOPMENT -

    some of these core ideas may involve helpful language for you to use in

    your philosophy - e.g. the theistic vs non-theist ways of looking at

    life and education (Poplin); the use of Biblical theory to construct

    your key principles (Watkin); the commitment to and ways of integrating

    faith into teaching practice - for both parts of the task -

    whatiflearning...



  2. TILE ON SOME HISTORY - do any of these

    theories provide professional language with which to talk about your

    philosophy and / or pedagogy?



  3. TILE ON STRATEGIES - what might

    Donnelly and Wiltshire's review suggest to you about how to manage the

    relationship between content and process = sequential knowledge and

    process focussed education (and this article covers both philosophy and

    practice); the 'what works well in practice' and the Sweller article

    have much to say about pedagogy and learning goals



  4. TILE ON

    CURRICULUM - Pazmino helps to define what you might mean by curriculum

    (philosophy) and impacts that might have on pedagogy; Hopkins, Donnelly,

    and Hirsch all have things to say about how philosophical commitments

    then run into emphases in practice



  5. TILE ON PROGRAMMING - how

    might the above considerations have an impact on what kind of

    programming you might prefer in what contexts?



  6. TILES 6 TO 10 -

    how might these contextual issues have an impact on your learning goals

    and pedagogy - sociocultural factors, national priority areas, working

    in difficult contexts, assessment and work preparation?




PLUS THERE ARE THE 10 CORE READINGS FROM YOUR WEEKLY READING FORUMS!




YOU MUST USE AUGUSTINE, DOWSON AND CAIRNEY FROM THESE READINGS, AS WELL AS THE ONES BELOW.



HERE ARETHE OTHER MINIMUM COURSE ARTICLES YOU MUST REFER TO AND USE
IN

THIS TASK: note that you can use one of these resources more than once.

Also, you may include other articles from the shells as well as these.





  1. Mary Poplin - worldview


  2. Christopher Watkin - Biblical theory


  3. Harro Van Brummelen - metaphors for teaching


  4. Fyson - character


  5. Hitchens' - dangerous idea of Jesus


  6. Wiltshire and Donnelly - trends in Australia


  7. CESE - best practice


  8. Sweller - sequential core knowledge


  9. NSW Quality Teaching Framework


  10. Pazmino - curriculum as a Christian


  11. John Hopkins - what we teach mattersOR Hirsch on Why Knowledge Matters


  12. At least one of the frameworks from the tile on Planning and Programming


  13. Use at least one of the references or quotes on the Sociocultural tile


  14. Fyson - justice and mercy


  15. Refer to at least one of the policies or principles in the last tile on teacher work-based awareness and skills






REMEMBER -





You must use the key literature from the course!





And -




Contact your lecturer sooner rather than later if the task is not making sense to you!






Grace and peace.


The Education Team







·Some Biblical references thatmay be relevant to yourphilosophy of Christian Education - Major Project:





God

is the basis for all truth (Luke 11:52). Each child is to be respected

because they are made in the image of God (Genesis 1:26-27). We are all

broken (Genesis 3; Romans 3:23) The primary responsibility for the

education of children rests with parents (Deuteronomy 6:7, 8; Genesis

17:7; Proverbs 22:6). However, the Christian school and the church

provide complementary roles in educating students for lives of

fellowship with God and service to others (Deuteronomy 11:18; Psalm

78:4, 5). Service to others inside and outside the classroom contributes

to the development of each student's talents and abilities (I

Corinthians 12; 1 Peter 4:10-11; Ephesians 2:8-10). Excellence in the

quality of education offered to children brings glory to God and

provides a compelling witness to our neighbours (Philippians 1:9-11;

Colossians 3:23). The goal of Christian education is to develop students

who will serve God and impact their community and the world by thinking

and acting Biblically in all areas of life (Romans 12:2; Matthew

22:34-40).



Answered 2 days AfterNov 12, 2022

Answer To: THE TASK:A STIMULUS QUOTE:·Education conveys to the young, responses to the most profound questions...

Deblina answered on Nov 14 2022
55 Votes
Philosophy and Pedagogical Approach of Christian Education     2
PHILOSOPHY AND PEDAGOGICAL APPROACH OF CHRISTIAN EDUCATION
Table of Contents
Part I    3
Dynamic Philosophy of Christian Education    3
Dynamic Prospects    3
Context of Christian Education    4
Contradictions with Modern Perspectives    5
Theological Propositions    6
Part II    7
Pedagogical Approach of Christian Education    7
Introduction    7
Christian System of Education    7
Christian Pedagogy & Modern Science Learning    8
Characteristics of Christian Pedagogy    9
Approaches to Christian Education    10
Methodology of Education    11
Conclusion    12
References    13
Part I
Dynamic Philosophy of Christi
an Education
Philosophy and education are the major aspects that the ancient Association has deliberately developed and maintains proper aspects in terms of the philosophy of education which makes an effective contribution to the discipline of Christian religious education. This is effective to mention that the creation of religious education or concerned with the dimension of integral education. This is related to the effective relationship between the Christian philosophy of education and the Christian philosophy of life. In terms of the assessment of the reflection and the effective connection between philosophy and theology, it is relevant to construct the aspect of religious education in terms of theological distinctiveness (Valdivia, 2018). In contact stop the Christian education it is relevant to concentrate on the aspects of dynamic forms of human transformation in the world and the effectiveness of achieving credibility and fruitfulness where it is contextual and effectively understood in terms of the fruitfulness and understandable in terms of the Civic responsibility and social services in the community.
Dynamic Prospects
The dynamic prospects of education have transferred from the religious setting to a more technical context of scientific learning. But the effectiveness of the social culture and understanding of the significance of society is appropriate for referrals to the subject matter of Christian education. Education is more responding in terms of the philosophical and sociological implications that are more profound by the charge Ministries and the leadership development. According to my personal opinion, Christian education has a unique and essential discipline that guides spiritual dynamics that are effective for the improvement of the social structure and the whole community. In attending to understand the theology of education it is fundamental to realize every aspect that is guided by the Christian idea of education that God is a teacher and He establishes all truth (Taylor, 2020). It is relevant to mention that these particular proponents of education grow self-reflection among the individuals and seeks to provide guidance and illumination that insights to the teachers and the generations after. I also think that it is effective to consider that Christian education is a cooperative venture that involves human and divine and the submissiveness of the human to the unnatural power that guides him towards attending enlightenment. In a more propagated scenarios, it is relevant a mention that education is a lie long process and the embodiments of understanding the philosophies related to God and the balanced purpose of education in terms of the reasonable aspects of the pillars of the Christian faith has the downplay to do any of the attend.
Context of Christian Education
This would also like to contemplate that in understanding the aspects of Christian education it is relevant to understand the import of the biblical content and stories that condition the body and mind of the spiritual learners and accepts the norms and beliefs that are perpetually acting on reliving the human acts and the purpose of existence of mankind. It is also relevant to mention the depot from the religious content the scriptures have an effective study about the environment and the various other religious issues and burning issues of times in which the present generation or struggling.
The aspects of Christian education have relevant aspects to contextual issues like wide spread poverty and the impact of national economic policies. It has also got to do with the aspects of media explosion and a plurality of religions. Fundamentalism is depending on the present times which needs to be attended by the Bible and Christian tradition in terms of understanding the socio-economic realities and the cultural heritage that is exponential to understand how the society words and multi-cultural context of the pedagogical method. The Dynamics of the Christian educational approach has been a more coherent approach towards traditional patterns of learning and inherent aspects that considered cultural and spiritual learning about human beings and the values systems with the relevant association of traditions and beliefs.
Contradictions with Modern Perspectives
In contradiction with the modern perspectives of human origin, it is relevant to understand the history of Christian education is not just the contemplation of the regression of religion but to know the history of mankind that has been stated in terms of the aspects that God created. It is relevant to understand how the story of Adam and Eve goes to serve a significant part of humankind's history and the perspective about the existence of humanity that depends upon the philosophy of education. From this context, we have consistently learned about how humankind has become more dependent on the edification and building up of the opportunities for developing the capacities of ministry to solve. Christian education can never be considered as an option but an order that is effective to know about the luxury and the facts of life (Syauta et al., 2018).
It is relevant that Christian education is an education to learn about the discipline and it accomplishes the goals that are significant in terms of achieving the spiritual truths of life and emphasizing that the growing needs of the local congregation can be addressed in terms of philosophical understanding of the Christian education. It can be argued that the effective understanding of Christian education and biblical study can have a relevant influence on the Welfare system which states the dynamic context of Christian education. This can be considered as the form which is culturally relevant and socially sensitive such that they are a balance between evangelism and education. Thus, understanding the Dynamics of Christian education relevant to understanding social and cultural issues that can be effectively considered in terms of contemporary ministries and the working of the administration.
Theological...
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